scholarly journals O Jato de Ar Quente Como um Estímulo Aversivo em Contingências de Fuga em Ratos

Author(s):  
Marcus Bentes de Carvalho Neto ◽  
Thrissy Collares Maestri ◽  
Maria Helena Leite Hunziker

To increase the number of aversive stimuli that are available for laboratory research, the hot air blast (HAB) was tested as a negative reinforcer in two escape contingencies. Sixteen naïve rats were exposed to 30 or 60 HAB presentations. For half of the subjects, the escape response was jumping in a shuttle box; for the others, the HAB was interrupted after a nose poke response. The results showed that seven of eight subjects (87.5%) in each group learned the required escape response. These data confirm the negative reinforcing function of the HAB, which may be an alternative aversive stimulus to be adopted in research with nonhumans subjects.Keywords: escape; negative reinforcement; hot air blast; aversive control.

1981 ◽  
Vol 6 (4) ◽  
pp. 247-256 ◽  
Author(s):  
Donald E. P. Smith

The commonly held assumption that time-out intervention, as represented by use of an isolation room, constitutes a punisher is disputed on empirical and theoretical ground. Consistent, unemotional use of T-O, without ancillary punishers, is shown to result in typical extinction curves (rather than the steeper gradient of punishment curves) for both autistic and mentally impaired children with widely different abrasive behaviors. Such curves ordinarily result from withdrawal of either a positive or a negative reinforcer. But “maladaptive” classroom behaviors are thought to be maintained by negative reinforcement, the reduction of stress (an aversive stimulus) following agression. Thus, extinction of “maladaptive” behavior will result from withdrawal of the aversive stimulus, (i.e., escape from classroom-induced stress). The danger of using punishers and the therapeutic value of reduced environmental stimulation (RES) are pointed out.


1978 ◽  
Vol 46 (1) ◽  
pp. 91-94 ◽  
Author(s):  
William J. Wyatt

A profoundly retarded 28-yr.-old female was trained to avoid an aversive but harmless shock to the foot by withdrawing the foot upon presentation of a visual cue. She was later unable to learn to avoid the shock consistently upon presentation of an auditory cue, confirming the ward staff's contention that she had a hearing disability. The audiometric technique using negative reinforcement bridges the problems of (1) difficulty in finding positive reinforcers for patients of low functioning and (2) satiation which may result from the continued use of positive reinforcers. The use of aversive stimuli raises ethical concerns. The growing trend in research is that aversive stimuli are permissible for individuals for whom positive techniques have not been effective and when used by trained professionals under careful review.


2012 ◽  
Vol 5 (1) ◽  
pp. 117-122 ◽  
Author(s):  
Gabriela Souza do Nascimento ◽  
Patrícia Caroline Madeira Monteiro ◽  
Amauri Gouveia ◽  
Marcus Bentes de Carvalho Neto

1993 ◽  
Vol 18 (4) ◽  
pp. 265-274 ◽  
Author(s):  
Philip L. Gunter ◽  
R. Kenton Denny ◽  
Susan L. Jack ◽  
Richard E. Shores ◽  
C. Michael Nelson

This manuscript presents a review of the growing body of research concerning the influence of negative reinforcement on student and teacher behaviors. Negative reinforcement strengthens behaviors that result in escape from, or avoidance of, aversive stimuli. It is argued that negative reinforcement is a variable in the academic interactions of students with serious emotional disturbance and their teachers, Although both desired and undesired behaviors may be outcomes of negative reinforcement, because of the academic deficiencies of students with serious emotional disturbance and the instructional behaviors of their teachers, the escape and avoidance behaviors exhibited by these students more often may be undesired. The authors call for research to investigate sources of aversive stimuli within academic interactions between teachers and students with serious emotional disturbance as well as the potentially aversive stimuli present in academic activities. Implications for teaching practices also are presented.


1987 ◽  
Vol 58 (5) ◽  
pp. 1123-1148 ◽  
Author(s):  
K. Nakamura ◽  
T. Ono ◽  
R. Tamura

1. Unit activity in the lateral hypothalamus (LHA) of the rat was recorded during discrimination learning of cue-tone stimuli (CTS) predicting glucose (CTS1+) or intracranial self-stimulation (ICSS) (CTS2+) as positive reinforcement or electric shock (CTS1-) or tail pinch (CTS2-) as negative reinforcement. The same action, licking, was used as the behavioral response to all stimuli. Procaine hydrochloride, a local anesthetic, was microinjected into the ventral tegmental area (VTA) and the amygdala (AM). LHA neuron responses and licking were analyzed to investigate the afferent input pathway(s) responsible for LHA neural responses to conditioning CTSs in positive reinforcement and to identify the central site involved in CTS learning. Although the animals were restrained, there was no respiratory, cardiac rate, or blood pressure evidence of stress. The headholder was specially designed in our laboratory to avoid pain or discomfort to the animal. The subjects would often, after the first few sessions, voluntarily enter into position in the apparatus, presumably to obtain the reward available during the experiments. 2. In positive reinforcement, a rat was rewarded by 5 microliters of glucose or ICSS when it licked a spout. The rat licked for glucose after CTS1+ or for ICSS after CTS2+. In negative reinforcement, an aversive stimulus, either electric shock or tail pinch, was applied if the rat did not lick the spout. The electric shock and tail pinch were maintained weak enough to produce an avoidance ratio less than 20-30%, averaged in all trials. The rat licked to avoid electric shock after CTS1- or tail pinch after CTS2-. 3. Of 271 LHA neurons analyzed, 202 (74.5%) responded to either or both rewarding and aversive stimuli. The number of neurons that responded to only rewarding stimuli was relatively large (105/271), and the number that responded similarly to both rewarding and aversive stimuli was small (29/271). The effects of both glucose and ICSS, and the effects of both electric shock and tail pinch, were usually similar in neurons analyzed for both rewarding and aversive stimulation. Of 271 neurons, 173 responded differentially to rewarding and aversive stimuli. 4. Neural and behavioral responses were recorded before, during, and after local anesthesia of the VTA in 15 rats and of the AM in 14 rats. Injections of 0.3-0.8 microliters of 5% procaine hydrochloride or 0.9% saline were made at a rate of 0.3 microliters/min through guide cannulae chronically implanted in the VTA and AM, ipsilateral to the recording and ICSS sites in 29 rats that self-stimulated.(ABSTRACT TRUNCATED AT 250 WORDS)


1973 ◽  
Vol 32 (1) ◽  
pp. 63-70
Author(s):  
Frank C. Leeming ◽  
Joel E. Robinson

Rats in a shuttle box were reinforced by shock termination after delays of 0, 1, 2, 4, 8, or 16 sec. All Ss received 100 training trials and Ss in Groups 0, 1, and 4 received an additional 30 test trials on which shock termination was delayed for 20 sec. During training and testing, escape latency, and Ss' location in the compartment at the moment of shock termination were recorded. Number of trials required to reach criterion was directly related to length of delay. The differences between asymptotic response levels were small and, with the exception of Group 16, nonsignificant. Ss in Groups 2, 4, and 8 showed a significant increase in location consistency during training. During resting Groups 0 and 1 showed marked decrements in performance while Group 4 showed no increase in escape latency. Group 4 also showed significantly higher location consistency than Groups 0 and 1. These findings were discussed in relation to Spence's theories of delay of reinforcement and extinction.


1973 ◽  
Vol 32 (3_suppl) ◽  
pp. 1255-1261 ◽  
Author(s):  
Gene H. Moffat ◽  
Daniel L. Koch

College Ss were given 75 lever-press escape trials with omission of entertaining material constituting the aversive stimulus. Reinstatement of the recording occurred either 0, 3, 6, or 9 sec. after the escape response. One-half of Ss in each delay group received 15 inescapable trials immediately prior to the escape trials. The results indicated that response latencies for the escape trials were directly related to the delay interval employed. Inescapable pretraining did not differentially affect performance.


Metallurgist ◽  
2019 ◽  
Vol 63 (5-6) ◽  
pp. 433-440 ◽  
Author(s):  
A. G. Radyuk ◽  
S. M. Gorbatyuk ◽  
Yu. S. Tarasov ◽  
A. E. Titlyanov ◽  
A. V. Aleksakhin

Sign in / Sign up

Export Citation Format

Share Document